CONFIDENTIAL
JOINT ROYAL COLLEGES of PHYSICIANS TRAINING BOARD
TRAINING POST ASSESSMENT FORM
(FOR COMPLETION BY HIGHER SPECIALIST TRAINEES)
This is an official document. The original is the property of the Joint ROYAL COLLEGES of PHYSICIANS TRAINING BOARD (JRCPTB). After completion it should be sent to the Postgraduate Dean and the JRCPTB office where it will be made available in confidence to SACs. A copy of this document must be completed for each post/attachment.
TRAINEE NAME:...... DATE...... NTN:......
PROGRAMME:...... DATE STARTED IN CURRENT POST:......
EDUCATIONAL SUPERVISER: ...... FROM:...... TO:......
[CURRENT POST]
SPECIALTY :...... ON CALL Yes/No
If in a programme of training in two or more specialties, please use a separate form for each specialty.
Unsatisfactory / Deficient / Satisfactory / Good / CommentsCLINICAL TRAINING
Out patients
Special clinics
Ward rounds
Clinical meetings
Journal review
CLINICAL MANAGEMENT
Did the consultants allow adequate responsibility for patient management?
Did you have adequate support with emergency cases?
SUPERVISION OF TRAINING
Demonstration of techniques
Supervision of
techniques
Communication/Rapport with consultant
RESEARCH
Opportunity
Encouragement
GENERIC SKILLS
Audit
Management
Legal & ethical issues
Career advice
FEEDBACK
Did the consultants provide you with adequate feedback of your performance?
GENERAL
1) Strengths of firm ......
......
......
......
2) Weaknesses of firm ......
......
......
......
3) Suggestions for improvement ......
......
......
......
......
Deficient / Satisfactory / Good / Comments4) Overall was there an adequate range of patients & case mix?
OVERALL
ASSESSMENT / Deficient / Satisfactory / Good / Comments
On Call Rota: Acute General Take ......
Specialty rota ......
This form is strictly confidential. Completion and return will greatly help the SACs. Thank you.
NOTES TO ACCOMPANY JRCPTB TRAINING POST ASSESSMENT FORM
1. The assessment form is CONFIDENTIAL when completed, and must be handled accordingly.
2. The following guidelines are or trainees completing the form:
a. Complete as fully as possible the post details at the top of the form.
b. Complete the assessment of the post by placing an ‘X’ in one box only against each criterion, with comment if applicable. The following guidelines are offered for use in grading each criterion:
Unsatisfactory / Deficient / Satisfactory / GoodCLINICAL TRAINING
Out patients / Do not see new patients. No time for/interest in discussion with consultant. Large number of patients. Poor organisation / See new and old patients. Time for discussion with consultant. Reasonable time with patients. Well organised.
Special clinics / As above. Do not learn/use any special investigations/techniques.
Often work alone / As above. Opportunity to learn special investigations & techniques. Often work with consultant. Multi- disciplinary
Ward rounds / Rarely consultant led. Rapid decisions, little discussion. Junior views not listened to / . / Usually consultant led.
In depth presentation/
discussion of patients. Adequate time allowed.
Clinical meetings / Poor consultant support.
Badly attended.
Rigid non innovative programme.
Not multi-disciplinary.
Held outside normal working hours.
Little input from consultants / Consultant led.
Well attended by all grades.
Varied programme.
Often multi-disciplinary.
Regularly held in normal sessional time.
Juniors encouraged to present/take part.
Journal review / Juniors expected to do all reviewing.
Poor consultant attendance.
Didactic discussion? / Equal consultant/junior participation.
Articles precied and discussed.
CLINICAL
MANAGEMENTPatient management / No guidelines.
No trust.
Consultant questions all decisions.
Consultant does not back trainee / Consultant readily offers help/ advice.
Trainee given guidelines.
Trusted to use own initiative/
judgement.
Consultant back trainee
Emergency work / Advice/help not easy to obtain.
Consultant difficult to find/
contact. Also not keen to come and assist. / Advice/help readily
available.
Consultant always happy to be phoned/consulted/give
assistance.
SUPERVISION OF TRAINING
Demonstration of techniques / Works on own.
Poor senior support.
Not shown/taught new or more advanced techniques / Taken through procedures.
Graduated discussion about patients with consultants
Unsatisfactory / Deficient / Satisfactory / Good
RESEARCH
Opportunity / No fixed time allowed.
Any identified time often not taken due to other pressures..
Clinical work precludes time for research. / Fixed session/protected time allocated.
Arrangements made to free trainee of some clinical work to allow research activity.
Encouragement / No interest shown
by consultants.
No ideas
or stimulation. / Able to discuss/plan ideas with consultants.
Directed to appropriate sources for information/opportunities/
funding.
GENERIC SKILLS
Audit / Morbidity/mortality only.
No in-depth review of clinical practice/problems.
Does not lead to change in clinical practice.
Retrospective data.
Juniors expected to collect all data.
Non constructive or threatening atmosphere. / Proper audit cycle utilised.
Leads to change in clinical practice.
Prospective data collection.
Juniors assisted with data collection.
Friendly, non confrontational atmosphere.
Management / No involvement in or training by consultants / Fully involved. Included in training. Construction of training rotas Attendance at management meetings. Specific course attended
Legal and ethical issues / Not discussed. Lack of awareness / Discussed appropriately. Good awareness as part of practice.
Career advice / Consultant not interested in trainee
or his/her career. / Consultant offers advice/help
Directs trainee to sourceof advice/help.
FEEDBACK
Adequate feedback from Consultants / Poor or absent appraisal. No specific protected time for discussion of performance. Consultant not frank about performance. Mainly critical, rarely praises / Regular appraisals in protected time. Consultant open about strengths, weaknesses and areas for improvement.
GENERAL
/ No objectives.
All clinical work
Poor education/learning. / Clear objectives for trainee.
Good balance clinical/
teaching/learning/research
Section4/ March 02